Tech Grads - Week 4 - Research

Instructional delivery has become vibrant and interesting for learners and instructors (Kirschner, Sweller and Clark, 2006).  Technology has made it possible for instructors to use audio, video, graphics and programming software in the teaching field. Comparison of current technological advancement with the past indicates a leap forward in instructional delivery and its application to the learning process (Jay, 1999).  In this week’s discussion, we were ask to reflect back on our previous multimedia projects and how they can be integrated to fulfill the diverse levels of the learning process.  It was shown by Pam in her Scratch project that students can apply programming to their learning to aid in the memorization rather than remote and drill kill methods of remembering key components of various topics.  On the other hand, Rachel shared her video project which allowed students to transcend to “active learners” as students applied the concepts learned by becoming the author/producer of their own videos.  Stephanie used the podcast to allow students to reflect which in turn led to pre-writing into their description of their culture.

Article

Cherney, I. D. (2008). The effects of active learning on students' memories for course content. Active Learning In Higher Education, 9(2), 152-171. doi:10.1177/1469787408090841

As a look back at the questions and discussions on the self-test, I cannot help but to wonder, are we as educators “teaching the test”.  Which leads to my first question?

1. Given the advancements in technology (audio, video, graphics and programming software), Do you think there has been an increase in “discovery learning” vs. “direct instruction”?
2. Should there be more discovery learning, direction instruction, or a balance between the two methods?

References:

Jay S. B (1999). Educational computing in the schools: technology, communication, and                 literacy. New York: Haworth Press.

Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86

Team Education 2.0 Week 4 - Research

by Nick Goodson

In this week's discussion we were asked to look at projects previously created in the program and to examine how they fulfill the levels of learning.  Two-thirds of our group chose to examine Alice.  Using Alice, we were tasked with creating our own "programs" that performed various functions.  Repetition and graphics, the look, were noted as being important.  Repetition allowed the learner to practice and lessons and increased recall.  Graphics helped things from getting too confusing as the colors used helped identify what different blocks of code did.  The same colors aided in recall as leaner's were able to associate certain colors with specific actions.  These features showed the important of visual learning. 

Give the citations of the articles (at least three) you found from a peer-reviewed journal and a short summary of each.

The below article is a study looking at the benefits of using animation, visual cueing to support learning.

Lijia Lin, Robert K. Atkinson, Using animations and visual cueing to support learning of scientific concepts and processes, Computers & Education, Volume 56, Issue 3, April 2011, Pages 650-658, ISSN 0360-1315, 10.1016/j.compedu.2010.10.007.

(http://www.sciencedirect.com/science/article/pii/S0360131510002927)

Below is a study done to test the effects of audio visual aids in secondary education. 

Murtaza, A., Ud Din, M., & Khan, F. (2011). EFFECTS OF AUDIO VISUAL AIDS IN STUDENT'S LEARNING AT SECONDARY LEVELS IN DISTRICT RAWALPINDI. Interdisciplinary Journal Of Contemporary Research In Business, 2(10), 439-452.

This is an article on identifying good visual based learning material for technology education for grades 7 - 12. 

Katsioloudis, P. (2010). Identification of Quality Visual-based Learning Material for Technology Education. Journal Of Industrial Teacher Education, 47(1), 71-99.

Questions:

Why  do you think visual learning is so effective in schools?

Are there any tech tools that promote visual learning that you find are highly effective in the classroom?

Tech Minds Research by Lauren Schwartz

Summary of Discussions

Everyone discussed the nine types of learning briefly and had various answers on which project last semester demonstrated these. Kimber felt the Webpage project at the end demonstrated all nine, while Becky felt her jeopardy game using the Scratch programming fit the requirements. Merriam agreed with the Scratch programming meeting the needs and also used this as her example. I agree that both sufficiently met these learning types since the Webpage requirement tied everything together and involved the use of each type, while Scratch also did in the creation of your programming.

Each of us had trouble with the self-test and felt it was primarily based on memorization for the discussion, rather than actually obtaining the information. We also all agreed that with a bit of feedback about the wrong answers we submitted, we would each have a better understanding of why our answer was wrong and able to learn from it so as to be able to decipher the correct answer later.

This brought me to research about positive reinforcement. Oftentimes teachers grade a paper or a test, mark an “x” and give it back to the students without explanations of why their answers were wrong or what they could have done to improve their answers. This is a negative form of teaching, and just as we have just discovered, being told why you are wrong on a subject is extremely important. If students are given positive reinforcement after incorrect responses, like “Good Try! However, the correct answer is … because …”, they are more likely to understand why their answer was incorrect without just marking up their page with red marks.

Articles

1.      http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED044880&ERICExtSearch_SearchType_0=no&accno=ED044880

This article is a book that discusses how to use positive reinforcement in the classroom with students for multiple reasons: bad behavior, bad grades, trouble children, etc. The book begins in part 1 where each chapter contains a self-diagnostic pretest, a narrative summary, and an intermediate test. This is a long book, but would be beneficial to a beginning teacher or a teacher changing her method of teaching and incorporating positive reinforcement in her classroom.

2.      Sigler, E., & Aamidor, S. (2005). From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner. Early Childhood Education Journal, 32(4), 249-253. doi:10.1007/s10643-004-0753-9

This article is a great everyday guide for using positive reinforcement to positive behaviors. If children are rewarded for the positive things they do, they are more likely to promote positive behavior of other students than to act negatively with their fellow students.

3.      Rekabdarkolaei, S. (2011). Studying Effective Factors of Classroom Control and Management in Primary Schools. New Educational Review, 23(1), 325-336

This article is a study on positive classroom management techniques in primary schools. The study looks into classroom management and control and factors in how effective it is in the particular classrooms being identified.

Best Article

Sigler, E., & Aamidor, S. (2005). From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner. Early Childhood Education Journal, 32(4), 249-253. doi:10.1007/s10643-004-0753-9

I definitely feel that the second article listed above is a must read. It helps to show  how to use positive reinforcement to promote positive behaviors in the classroom as an easy-to-read guide for getting started and continuing this method of teaching.

Questions

1.      What testing forms do you use in your classroom (multiple choice, essay, etc.) and are you using reinforcement techniques for wrong answers?

2.      How could you incorporate positive reinforcement more in your classroom?

3.      If needed, what would you change about your testing types in the classroom?

TechGrads - Rachel Mallory

1. From the previous course, CSTE5336, you had created various multimedia projects which can be incorporated for teaching and training purpose. Review the 9 types of learning in the Synthesis page. How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.) Use references to support your statement.

Last semester, my video project presented information on Deaf Smith and the Battle of San Jacinto. As a social studies subject, the emphasis was on concept and principle, and less on procedure. The video gave the facts of the subject: dates, names, and places - which fit into Memorization/Concept. It also described Deaf Smith's role in the Texas Revolution - which asked students to Understand/Concept. At the end, the video reveals what controversy surrounds Deaf Smith today. I ask students to Apply/Principle when they must think how they would advocate for Deaf Smith's burial site. When students create their own videos to present a topic, "students shift from the role of passive observer to active creator of digital media” (Langran, Langran, & Bull, 2005). This would Apply Procedure to follow the steps to create the presentation as well as Understand Concept and/or Principle to present the information in their own way.

Langran, E., Langran, R., & Bull, G. (2005). Copyright law and technology. Learning & Leading with Technology, 32(7), 24-26. Retrieved from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ697342

2. Share your reflection after complete the Self-Test. (No references are required.)

The situations that fall under Cognitive-Application usually had some sort of action required. It occurred to me that applying knowledge is more active than explaining or recognizing, which would fall under Understanding, or recitation, which is under Memorization. The quote included in our discussion questions puts into words what I see in my school - we may teach one way, but test another...and that frustrates students and teachers alike.

Brown, Kimber

The nine types of learning are memorize concept, understand concept, apply concept, memorize procedure, understand procedure, apply procedure, memorize principle, understand principle, and apply principle. 


Reigeluth, C. M., (1999). Instructional-Design Theories Site: Basic Methods of Instruction. Retrieved from www.indiana.edu/~idtheory/methods/methods.htm

Webpage Project 

During the webpage project we demonstrated concept, procedure, and in our reflection demonstrated principle. We needed to demonstrate the what we were able to do (concept), how we were able to not only teach ourselves the software, but also use it (procedure) and then define why (principles) and how we could use it to improve our student's outcomes. 

Reflection of Self-test


My performance on the self-test was poor and indicates that I was merely memorizing the information required to do well in this discussion. Since I was unable to apply what I had read to the questions on the quiz I answered most of the questions wrong. Had the wrong answer given me some logical explaination as to why it was wrong or why another answer was better, i might be better able to pass it next time. With some discussion, I would probably have a better conceptual understanding of the information and be able to apply the information better. 

TechGrads - Stephanie Godare

1. We all know students learn in different ways. A student can master a concept but struggle at another. Mel Levine says that many "faltering students have specialized minds - brains exquisitely wired to perform certain kinds of tasks masterfully" (Levine 2003). It is important that educators realize this and include instruction that hit every kind of learning.


Last semester, I created a podcast about culture. I defined the concept of culture through different pictures and ideas. Then I asked the question of how one can define culture by providing the definition of culture. I then asked the listener what defines their culture. I asked them to reflect on what they do everyday that defines who they are. The pictures that went along with the principles showed students similar to the class age, demographics, and interests to help the student think about what describes their culture. 


References:


Levine, M. (2003). Celebrating Diverse Minds. Educational Leadership. 61(2). 12-18. 

2. I was actually very surprised after taking the self-test. I had missed a few questions. I had problems distinguishing between memorization and concept. For instance, naming the bones in the body is memorization, but recognizing the iambic meter is concept. It seems like they are both recall activities, because you have to recognize the bone in order to name it. 

Team Education 2.0 Week 4 - Natalie Price

1.  How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.) Use references to support your statement.

In the CSTE5336 class we use the Alice Programing Software to create projects which could be incorporated into teaching and training purposes.  It was researched that the use of an image-rich programming language such as Alice ,  along with working in pairs can make learning programming easier to learn and create more   positive attitudes. (Bishop-Clark and Howard, 2006).  The use of fitting the tile and use of color engages the student in concept, procedures and principles I math.  Alice is in 3-D and uses real life object to tell the story or animation.  It helps students to understand and become more interested in learning programming because  it is hand – on.  Evidence is provided that students preferred using Alice, found it easiest to use, and favored the interactivity it provides in contrast to the others. (Bishop-Clark and Howard, 2006).    Taber writes about how the Alice In Wonderland story that was created by the Alice Programing Software helps students understand the operations of multiplying by rational numbers less than 1. (Taber, 2007) 

References:

BISHOP-CLARK, CATHY; COURTE, JILL; HOWARD, ELIZABETH V.. Journal of Educational Computing Research, 2006, Vol. 34 Issue 2, p213-228, 15p

Susan B. Taber, 2007.  Using Alice in Wonderland to Teach Multiplication of Fractions.  Mathematics Teaching in the Middle School, v12 n5 p244-250 Jan 2007

2.  The Self-Test was interesting.  I did good with the questions that dealt with memorization and physical learning.  Affective learning and understanding relationships made me have to take a little longer to answer those questions..

TechGrads- Pamela Jefferson (Mickle)

1. The Scratch project that I created last semester led students through a displacement experiment to find the volume of a rock. It would be considered a demonstration by Reigeluth (1999) as it showed how to perform a procedure, included visual explanations and was followed by questions. It specifically addressed displacement, though the concept is usually introduced along with volume and buoyancy in science. According to Kali and Linn (2008) technology-enhanced visualizations can support science learning in the elementary grades. They can help the kids see complex concepts and processes. The chart below describes how the Scratch activity could be used to address the nine kinds of learning.

	Concept	Procedure	Principle
Apply	Students can explain why displacement cannot be used to find the volume of buoyant objects.	Students can conduct the experiment alone to find the volume of a new object.	Students predict the volume of an object that is twice the size of an object with a known volume.
Understand	Students can describe displacement in their own words.	Students can describe each step of the displacement experiment.	Students can explain the relationship between displacement, volume and buoyancy.
Memorize	Student can define displacement.	Students can repeat the Scratch activity experiment.	Students can explain how measuring displacement allows us to find the volume of solid objects.

References

Kali, Y., & Linn, M. C. (2008). Designing effective visualizations for elementary school science. Elementary School Journal, 109(2), 181-198.

Reigeluth, C. M. (1999). Instructional-design theories and models.  Vol. II. A new paradigm of instructional theory.  Lawrence Erlbaum Associates, Inc. Retrieved from EBSCOhost

2. I appreciated the immediate feedback of the self-test. I enjoyed being able to go back to the text and figure out the correct answer and why my first choice was incorrect. I did find that I often tried to look for Blooms verbs when trying to distinguish between memorization, application and understanding. The self-test also helped me to make adjustments when applying the 9 kinds of learning to my Scratch activity from last semester.

Team Education 2.0, Week 4

1. From the previous course, CSTE5336, you had created various multimedia projects which can be incorporated for teaching and training purpose. Review the 9 types of learning in the Synthesis page. How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.) Use references to support your statement.

One of the multimedia project created last semester was, using graphic to develop useful educational material. I created an imagery representation of events in the 1920s “The Roaring 20s”.

What?

Graphics are used to represent ideas, information or concepts. These images of the 1920s will assist students to identify the events in the Jazz Age(1920s), understand the information and access to first hand information.  They get the opportunity to see the past in the present. Steinfirst (1995), explained the importance of using visuals or graphics as in political cartoons in a History class to enhance students’ political cognition. As students identify the details in the cartoon and answer questions, it helps student connect what is learnt to their previous knowledge. 

How?

Green (2006), acknowledges that, graphics or images have revolutionized teaching and made it easier. Images are readily available and universally accessible. These images are used by teachers to reinforce learning. Students can develop imagery timeline of 1920s in a chronological order, showing important events of the era. This will allow students to make visual associations to what have been taught and keep them focus as well. Students involvement in creating the timeline with activities such as tracing, pasting, copying, drawing images to explain the events,  will allow students to interact and engage in the learning process.

Why?

Graphics enhance and offer students a deep approach to learning. According to Regan (2008), allowing students to represent information with images, the information learnt is imprinted in their minds. He continues to say that, as students draw, copy, paste, and import images to represent what is learnt, they are also engaged in synthesizing information. Where graphics are used in consistent with the cognitive theory of visual learning, students experience positive learning. The use of graphics in lesson presentation stimulates and sustain students interest complementing understanding.

Reference

Green, D. (2006). Using Digital Images in Teaching and Learning-; Perspectives from Liberal Arts Institutions.

Regan, B. (2008). Why We Need to Teach 21st Century Skills--And How to Do It. Multimedia & Internet@Schools, 15(4), 10-13.

Steinfirst, S. (1995).  Using Editorial Cartoons in the Curriculum To Enhance Visual (and Political) Literacy.

2. Share your reflection after complete the Self-Test. (No references are required.)

I was doing well till I got to question (12), “The learners will figure out the rate of return on an investment”. I chose “cognitive-application-concept”. I was considering the words “figure out” as just understanding a concept. The right answer was cognitive-application-procedure. Am still not satisfy with the answer, because I don’t really get the procedure or process in accomplishing this learning objective. For the discussion part(19-23), I got everything correct with just one attempt.

Team Education 2.0 – Weekly Post by Katie Petty

Interesting weekly reading this week. I enjoyed reviewing past projects in the context of instructional design. Application-level learning gives a great framework to follow. I settled on my Alice project, where I created a game that helped players understand higher levels of English comprehension from a grammar perspective. In this post, I will share my players learning through the various levels as well as my own when creating the game. Here is the question for this week and my responses:

Question 1 - From the previous course, CSTE5336, you had created various multimedia projects which can be incorporated for teaching and training purpose. Review the 9 types of learning in the Synthesis page. How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.)

Concept:

According to our reading, a concept is “a group or class of particulars which have something in common” (Reigeluth, 2012).  It is the establishing of the foundation of concepts that begins any learning journey. In the Alice programming environment it is the introduction of objects at the start of the game or story that establishes these concepts. According to a UCLA research study, repetitive conceptual learning established the beginning of basic CS algorithmic understanding, which is the beginning of higher level programming. The study was conducted with Middle School Students (Campe, Denner & Werner, 2010). I found this to be true in my work with Alice as I kept introducing various items and repeating them keeping them in groups. The more I did this, the better I got at understanding how the language worked and saw examples of my understanding shine through when we moved on to basic HTML Programming.

Procedure:

This is the “how” something is accomplished. For example, how do we write a solid paragraph or how do we finish that algebraic equation. It is a sequencing of steps. In Richard Baldwin’s introductory guide to programming in Alice, he walks us through how the simple act of programming in Alice is a procedure process (Balwin, 2007). In order to make anything happen in the world of Alice, you have to tell your “program” exactly what do to – step-by-step. Likewise, when I created my game in Alice to help students understand English concepts, I had to walk students through a variety of sequences that became more complicated with each task accomplished. Natural next step if you ask me.

Principles:

In the world of Alice, you could call this level the “if / then” statement. Basically, if you program your character to do something, you have to state a reaction or a then condition. This caused the players to consider situations and actually apply reasoning and learning to the game. It also required myself as the programmer to consider the outcome and delve into a much higher level of thinking.

The Alice Programming Environment is an excellent learning tool both in the programming aspect and the actual implementation – whether it is a story or a game, learning will occur if one follows these levels. It shouldn’t be hard because the design of Alice conforms to this.

Our second question and my response is as follows:

Question 2. Share your reflection after complete the Self-Test. (No references are required.)

Wow, I thought the self-test would be very basic in nature as many online self-assessments are. However, it was pretty detailed and required me to think. The “trick question” section was interesting as well. I scored fairly well but definitely need some more practice working around in this environment. While I comprehend the material, it is not second nature and the self-test really showed me this simple fact.

Sorry for the long post, but it was a topic that deserved a little more detail.

References:

Baldwin, R. (2007). Introduction to alice programming. Retrieved from http://www.developer.com/java/other/article.php/3673761/Introduction-to-Alice-Programming.htm.

Campe, S., Denner, J., & Werner, L. (2010). Children learning computer science concepts via alice game-programming. (Master's thesis, University of California).  Retrieved on Feb. 21, 2012 at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCwQFjAB&url=http%3A%2F%2Fdb.grinnell.edu%2Fsigcse%2Fsigcse2012%2FProgram%2FviewAcceptedProposal.pdf%3FsessionType%3Dpaper%26sessionNumber%3D233&ei=ymFET6qtEs-msAK84dXCDw&usg=AFQjCNFxwuJh6QOLEulVmR5DKBY_zEz1ow.

Reigeluth, C. M. (2012). Instructional-Design Theories Home page. Retrieved January 2^nd, 2012, from http://www.indiana.edu/~idtheory/methods/methods.html.

Tech Minds - Becky Navarro

1. From the previous course, CSTE5336, you had created various multimedia projects which can be incorporated for teaching and training purpose. Review the 9 types of learning in the Synthesis page. How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.) Use references to support your statement. 


Concepts as described in the Synthesis page is what we want students to learn, procedures are how to use the concept, and principles is the why considering procedures and concepts. The nine types of learning are affective, physical, cognitive, memorization, understanding, applying, classify concepts, using procedures, and using principles. I created several multimedia projects for last semester course, CSTE 5336, and one that I believe I can compare with all levels of learning is the Scratch programming jeopardy game I developed. According to Scratch developers, there are many concepts that can be learned when using Scratch, like math, computational, creativity, and logical reasoning are some of those concepts (Resnick et al., 2009). When creating the game I had to understand what I was doing when I put all programming blocks together. I had to understand the concept (what) of programming and how to use sequence, looping, and sprites. The principle of programming will get my programming blocks to interact by successfully sequencing and looping to have the game ask a question, the user responding, and then the program again will determine if it is a right or wrong answer. I would also add to have learned the concepts presented in the game. Scratch is a programming language that will teach learners programming concepts even without the help of teachers or instruction intervention (Maloney, Peppler, Kafai, , Resnick, & Rusk). 


References: 


Maloney, J., Peppler, K., Kafai, B.Y., Resnick, M., & Rusk,N. (nd). Programming by Choice: Urban Youth Learning Programming with Scratch. Retrieved fromhttp://web.media.mit.edu/~mres/papers/sigcse-08.pdf. 


Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., … Kafai, Y. (2009). Scratch: Programmingfor All. Communications of the ACM, 52, 60-67. Retrieved fromhttp://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf. 


2. Share your reflection after complete the Self-Test. (No references are required.) 


I was able to get correct answers for affective, physical, and concept learning. I had a little of trouble getting procedures and principles questions correct, some were right, but I had to think before I chose the answer. It is easy to identify Affective learning is much easier to comprehend because it has to do with emotions and feelings. I am able to relate this type of learning because I teach Teen Leadership and I teach many these concepts, such as, demonstrating respect. Physical learning is also easy to identify because it deals with physical activity, like learning to play football. Concept to me is more of a basic of all learning. For example, identifying what a paragraph is would be a concept. Learning how to write a paragraph is a procedure. It made sense to me, but then again I had to think about it twice. Principle would the highest level of learning because the concept would need to be understood first, but now applying it to cause and effect is the hard part. I actually liked this self-test, since it is important to teach and test on the same level to gain the greatest benefit.

TechMinds Week4 - Merriam Oliver

1. From the previous course, CSTE5336, you had created various multimedia projects which can be incorporated for teaching and training purpose. Review the 9 types of learning in the Synthesis page. How do you apply the material you created last semester to fulfill the levels of learning? (Hint: You can choose any project you had completed to provide the details of how it incorporates with the Concept (What), Procedure (How), and Principles (Why) in the subject area.) Use references to support your statement.

One program that we used last semester in CSTE 5336 that would fulfill the levels of learning would be Scratch, found at scratch.mit.edu.  Through this program, animations can be created using repetitive controls, variables, and action handlers (Strobel, 2007).  Users can create simple or sophisticated programs by dragging instructions and changing parameters to link together like a puzzle.  

Beginning in the left column, the user can consider this the “pallet” containing various instructions to build the program.  These instruction pieces are color coded in reference to task representation; ie, control structures are yellow and motion pieces are blue (Diehl, 2010).  In the center column, programming actually takes place.  By simply clicking and dragging, the user can connect instructions together to control the sprite.  Since the pieces are designed as puzzle pieces, the instructions will always make semantic sense (Diehl, 2010).  The far right column of the interface is divided into two parts for the user. The top part is the “stage” where all of the action takes place (Diehl, 2010). The bottom part contains one or more sprites that are used in the program.  This is for the user to see their animations or stories play out.

For convenience, this set up is for users to create a mathematical game, rewarding correct answers and providing a hint or explanation to aide the gamer if incorrect.

• Concepts (What?)

At the beginning of this math gaming assignment, users have to consciously access previous knowledge learned in order to set up their gaming questions.  Students must understand the question they are preparing and interpret all possible answers the gamer may come up with.  The user is remembering and understanding previous knowledge to prepare for the gamers answers.

• Procedures (How?)

By understanding and applying such mathematical concepts for this math gaming assignment, the user must compile the sequencing, looping, if/and and timing controls in a recognizable program for the gamer.  This process includes full engagement and critical thinking of the user to problem solve the puzzle pieces together to flow adequately.

• Principles (Why?)

Once the user is comfortable with how their game flows, it can be played by the gamer.  In this situation the user becomes the teacher by walking the gamer through directions and understanding of how the game is played.  Scratch allow users to upload simple projects to sophisticated games permitting the range and depth of the programming experience infinite.

References:
Diehl, M. (2010, June 29). Programming with scratch. Retrieved from http://www.linuxjournal.com/content/programming-scratch

Strobel, I. (2007, April 5). Learn programming the fun way. Retrieved from http://www.softpedia.com/reviews/mac/Scratch-Review-51341.shtml


2. Share your reflection after complete the Self-Test. (No references are required.)

In taking the Self-Test, I honestly began to look for a pattern in the verbs describing what the learner was doing.  The test used verbs such as explain, identify, execute, predict, name, recognize, describe, and recite.  All these words have their hierarchical place in Bloom’s Taxonomy; alll the describing sentences were understanding answers.  Yet when explain was used, the answer was understanding for one example and memorization for another.  So personally, I did get a bit confused since the verbs where not used, I feel, appropriately.

However, while taking the Self-Test, I did exceptionally well when it came to answer the physical, understanding, memorization, and procedure examples.  The concept, procedure, and affective examples took my a few times to get.